The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and student engagement are important moderators in this process. However, the relationships between the types of homework feedback commonly used by teachers and student school engagement have not yet been examined. Anchored in the Self-Determination Theory, this mixed methods sequential explanatory study investigated how five types of teacher homework feedback predict three dimensions of students’ school engagement. The participants included 6th graders (N = 4288) and their mathematics teachers (N = 170). For this investigation, a quantitative phase was run, followed by a qualitative phase. The quantitative data were analyzed using multivariate multilevel regression models. The quantitative data showed positive relationships between five types of feedback and school engagement, albeit with different results at student and class levels. The findings showed small effect sizes. The qualitative data, based on a purposeful sampling, provided further insights regarding the low effect sizes that were found. Data were analyzed using thematic analysis. Four themes were identified as follows: homework at home and/or at the study center, perceived homework feedback types, school engagement, and school disaffection. Both data sets indicated directions to strengthen the benefits of homework feedback and to maximize students’ learning. This research paper discusses practical implications as well as future research directions.

中文翻译：

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老师的作业反馈对六年级学生的学校参与有影响吗？：一项混合方法研究

家庭作业对提高学生学习成绩的有效性取决于几个因素。例如，在此过程中，老师提供的反馈（即评分）和学生参与度是重要的主持人。然而，尚未研究教师常用的家庭作业反馈类型与学生学校参与之间的关系。基于自我决定理论，这种混合方法的顺序说明性研究调查了五种类型的教师家庭作业反馈如何预测学生参与学校的三个维度。参加者包括6年级学生（N  = 4288）和他们的数学老师（N = 170）。对于此调查，先进行定量阶段，然后是定性阶段。使用多变量多级回归模型分析定量数据。定量数据显示了五种类型的反馈与学校参与之间的正相关关系，尽管在学生和班级上的结果不同。调查结果显示影响较小。基于有目的抽样的定性数据，提供了有关发现的低效应量的进一步见解。使用主题分析对数据进行分析。确定了四个主题，分别是：家庭和/或学习中心的家庭作业，感知的家庭作业反馈类型，学校参与度和学校不满情绪。这两个数据集都指出了加强功课反馈的益处和最大程度地提高学生学习能力的方向。